Browsing by Author "Gisoi, J. M."

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    Effectiveness of experiential learning approach on students’ academic achievement and attitude towards biology in secondary schools in Maara Sub-County, Kenya.
    (Chuka University, 2024) Gisoi, J. M.; Njagi, M. W.; Mungiria, J. N.
    The main purpose of this study was to investigate the effectiveness of experiential learning approach on students’ academic achievement in biology in secondary schools in Maara sub-county, Kenya. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, TharakaNithi County. The accessible population consisted of 1,557 form two students in the Sub-County mixed Secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub- County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (one-way ANOVA, Turkey post hoc analysis, and t-test). The null hypothesis was tested at α= 0.05 significant level. The findings of this study revealed that there was a significant difference in the academic performance between the students taught using experiential learning approach and those taught using the conventional approach. It was therefore recommended that the experiential learning approach should be applied to improve students’ academic achievement in biology. The findings of the study may be helpful to the curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.